Adult Instruction & Online Learning: Towards a Systematic Instruction Framework

By Patrick Guilbaud and Bonnie Jerome- D’Emilia.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

Distance education and Internet-centered learning have been moving at break neck speed in the past two decades. Yet research specifically geared to offer assistance to practitioners who are involved in the new instructional paradigm has not been forthcoming. It is thus clear that there is need for a discerning and actionable framework that can serve as a guide in Internet-oriented adult instruction.

This paper introduces and develops the Internet-centric Adult Instruction (IcAI), framework a theoretically-grounded approach to plan, design, or evaluate adult-oriented online courses and curricula. A focus is placed on learner, facilitator, and system processes in IcAI. The framework allows emphasis to be placed on specific local factors involved in amplifying or impeding learning gains within the particular educational context. Learning events and orientations concerned within and across each leg of the instructional triad of IcAI are also supported by the framework.

Results from an expert review and a detailed analysis of IcAI indicate that the framework offers a balanced approach for use in the development of adult-oriented online instruction. In addition, the inferences drawn from the study strengthen the understanding that it is critical to have a systematic analytical approach in the management and evaluation of Internet-based instruction for adult learners. Finally, the insights uncovered via the IcAI study highlight the importance of using theoretically-grounded approaches in the development and roll-out of instruction tailored for any educational context.

Keywords: Internet Instruction, Andragogy, Adult Education, Online Learning, e-Learning

The International Journal of Learning, Volume 15, Issue 2, pp.111-122. Article: Print (Spiral Bound). Article: Electronic (PDF File; 949.002KB).

Dr. Patrick Guilbaud

Program Director IT and International Education, Office of International Research, Education and Development (OIRED), Virginia Polytechnic Institute and State University (Virginia Tech), Blacksburg, VA, USA

Patrick Guilbaud, PhD MSE, MBA is Program Director IT and International education at Virginia Tech. Dr. Guilbaud’s professional work and publications examines learning opportunities in non-traditional instructional environments to include the home, community center, and workplace. Dr. Guilbaud’s current academic and professional activities are focused on the discovery of instructional approaches, techniques, and insights that will improve online-based adult instruction and professional training. Dr. Guilbaud is particularly interested in evaluating the benefits and challenges associated in extending learning opportunities to diverse populations through the use of advanced and distributed learning platforms. Dr. Guilbaud has led, participated, and collaborated on ICT-oriented research projects at the local, regional and international levels.

Dr. Bonnie Jerome- D’Emilia

The Center for State Health Policy and the Robert Wood Johnson Foundation, Rutgers, New Brunswick, NJ, USA

Bonnie Jerome-D’Emilia (Ph.D., Virginia Commonwealth University) is a Nurse Fellow in Policy and Philanthropy at the Center for State Health Policy and the Robert Wood Johnson Foundation. In this position, she is involved in various RWJF initiatives relating to the national nursing shortage, as well as the nurse faculty shortage that is one of the major precursors of it. She is also involved in RWJF’s current effort to develop a Quality Improvement initiative. Prior to starting the fellowship, Dr. Jerome-D’Emilia was an Assistant Professor and Distance Learning Coordinator at the University of Virginia School of Nursing, where she was responsible for coordinating the distance based Health Systems Management master’s nursing program as well as teaching within the program.


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